You are here:

Evolving Roles of Online and Face-to-Face Instructors in a Lecture/Lab Hybrid Course
ARTICLE

,

Turkish Online Journal of Educational Technology Volume 7, Number 1, ISSN 1303-6521

Abstract

Although lecture and lab courses are commonly used in higher education, there are potential problems with this format. However, technology is presenting new opportunities for teaching such a type of a course. This study explores the changes in the role of the instructors when a lecture and lab course evolved into a hybrid course, with the lecture portion of a course online and the labs kept face-to-face. As revealed through the use of discourse analysis, the roles of the instructors were transformed from teacher-centered to student-centered, low-interactor to high-interactor, and low-initiator to high-initiator. There was also an obvious merging or synthesis of the roles of the lecture and lab instructors, particularly in the areas of course administration, subject matter expertise, and face of the course.

Citation

Beck, D. & Ferdig, R.E. (2008). Evolving Roles of Online and Face-to-Face Instructors in a Lecture/Lab Hybrid Course. Turkish Online Journal of Educational Technology, 7(1), 5-17. Retrieved March 28, 2024 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords